5E INSTRUCTIONAL MODEL: A CONSTRUCTIVIST MODEL FOR TEACHING CHEMISTRY AT HIGHER SECONDARY LEVEL

Abstract

Concepts of Chemistry are complex in nature and are hard to comprehend. To teach these complex concepts effectively, a modern constructivist instructional model can be a more appropriate choice. This study aimed to compare the academic achievement of students on posttest and retention test, taught through the 5E instructional model at the higher secondary level. The research design was pretest-posttest equivalent groups design. The sample consisted of 60 randomly selected students from the accessible population and was divided into two equivalent groups based on their pre-test score. The experimental group’s students were instructed through the 5E instructional model and the control group students were taught through the traditional lecture method for five weeks. Data was analyzed applying t-test at .05 level of significance. Data analysis showed that the experimental group outscored significantly than control groups on post-test as well as on retention test exhibiting the effectiveness of the 5E instructional model. It was concluded that although the 5E model requires more resources and time especially at the higher secondary level, however, it is recommended that this model must be used to teach Chemistry at the higher secondary level for improving academic achievement and better retention of knowledge.